Show simple item record

dc.contributor.convenorSchool of Cog., Lang., & Special Ed.
dc.contributor.authorWyatt-Smith, Claire
dc.contributor.authorJolly, Paul
dc.contributor.authorPascoe, Joanne
dc.contributor.editorB. Bartlett, F. Bryer, D. Roebuck
dc.date.accessioned2017-05-03T12:47:13Z
dc.date.available2017-05-03T12:47:13Z
dc.date.issued2003
dc.date.modified2009-08-17T22:21:23Z
dc.identifier.urihttp://hdl.handle.net/10072/1710
dc.description.abstractRecent years have seen a growth of international student numbers, representing 20.3 per cent of the total Australian university student population in 2003. This paper reports on an Australian case study that explored the comparative achievement of Fee Paying Overseas Students (FPOS) and Higher Education Funding Allocation Students (HEFA) in a range of undergraduate programs. In designing the study, the research team made the distinction between FPOS students HEFA students, recognising, though excluding from consideration, the diverse language and cultural backgrounds of HEFA students. In the first stage of the work, assessment data for the two groups of students across a broad range of programs for 1999-2001 were investigated. Emerging from this work was what we took to be a provisional finding: that international students, taken collectively, appeared to be under-represented in the grades of High Distinction and Distinction and over-represented in the lower grades. Further analysis was undertaken to test the durability of this finding when international students were grouped by nationality. A markedly different picture of comparative achievement of HEFA and FPOS undergraduate students then emerged, the analysis pointing to a possible link between nationality and academic outcomes. The study provides a foundation for further investigating HEFA and FPOS students' assessment experiences and outcomes in relation to efforts at internationalising the curriculum at Australian higher education institutions.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent322485 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherSchool of Cognition, Language and Special Education (CLS), Griffith University
dc.publisher.placeBrisbane
dc.publisher.urihttp://search.informit.com.au/documentSummary;dn=008701004790745;res=IELHSS
dc.relation.ispartofconferencename1st Annual International Conference on Cognition, Language, and Special Education Research
dc.relation.ispartofconferencetitleReimagining Practice: Researching change
dc.relation.ispartofdatefrom2003-12-05
dc.relation.ispartofdateto2003-12-07
dc.relation.ispartoflocationSurfers Paradise, Australia
dc.subject.fieldofresearchMulti-Disciplinary
dc.subject.fieldofresearchcode999999
dc.titleComparative achievement of HEFA and FPOS undergraduate students: An Australian case study
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2003. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
gro.date.issued2003
gro.hasfulltextFull Text
gro.griffith.authorDolley, Joanne
gro.griffith.authorJolly, Paul D.
gro.griffith.authorWyatt-Smith, Claire M.


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record